Civics Unit 0-2
9, 10, 11, 12
Scope & Sequence:
Students understand their influence on Tribal/Local government.
Gather background information on historical civic involvement processes.
Spokane Tribal Values
- Tribal council
- General council
The teacher will:
How do others influence your vote?
Where does the information come from that influences your vote?
Teacher gives background information on implementation of Constitution (1951) and voting process during that time. (15-20mins)
- (Teacher – keep in mind): Women could not vote, now Tribal Chairman is a woman – Women could not participate in some traditional dances – Not because of inferiority but because of the traditional role.
- Prior to constitution – a leader would call the people together to discuss. The people would stand to speak their heart and mind. Everyone was heard. Depending on the issue, sometimes a discussion would get intense/passionate. Comments would not be a debate or an argument. After hearing all comments, leaders would make their decision.
- Compare/Contrast the two types of discussion styles (prior to constitution, and after 1951 constitution) What are the pros/cons of each style?
- Written description – to show understanding of historical civic involvement processes.
Ask family members about who in their family served in WW1 and WW2.
Create a compare/contrast map outlining similarities and differences of discussion styles. Write a short description of how it may be been beneficial or not to that time, and this time.